5th Grade - Gateway 3

Grade 5 instructional materials meet expectations for being well-designed and taking into account effective lesson structure and pacing. Daily lessons include structures and resources for both whole group and small group literacy instruction.

• Daily lesson structures include the components of the Literacy Workshop with 30-40 minutes for whole group reading instruction, 30-40 minutes for small group instruction, and 30-40 minutes for whole group writing instruction (Teacher’s Guide p viii).
  • Whole group instruction includes Built-In Foundational Skills Mini-Lessons, Building Understanding, Close Reads, Reading Analysis Lessons, and Focused Independent Reading.
  • Small Group Instruction includes Small Group Options such as additional instruction, practice, or extension as needed, Independent Literacy Work, and ReadyGen Intervention.
  • Whole Group Writing Instruction contains lessons focused on a specific writing type critical to college and career readiness and conventions mini-lessons.
• In Unit 3, Module B, Lesson 9 whole group reading lessons include sections for building understanding, close reading, and language analysis. Small group time includes resources for independent reading, word analysis, unlock the text, conferencing, language analysis support, language analysis extension and fluency. Writing lessons include an introduction to the lesson with the teacher modeling conclusions, developing a conclusion, writing a concluding paragraph, and a conventions mini lesson.

The materials reviewed for Grade 5 meet the criteria for the teacher and student reasonably being able to complete the content within a regular school year with the pacing allowing for maximum student understanding. The program allows flexibility for teachers to rely on professional judgment to modify pacing.

• There are 4 units that are each broken into 2 modules.
• Lessons are set up for 90 or 120 minute blocks that include Reading (Build Understanding, Close Read, Benchmark Vocabulary, Text Analysis) Small Group Time (Focused Independent Reading, Small Group Options), and Writing (Focused Writing, Independent Writing Practice).
• Additional lessons are included for the Performance Based Assessment as well as other unit assessments. Time is built in for teachers to modify lessons to tailor to their student’s needs.
• Pacing suggestions are provided in the Implementation Guide that suggests teachers can vary the lessons from day to day based on the text, needs of the students, and the amount of scaffolding necessary to delivery instruction appropriately.

Materials reviewed for Grade 5 meet the requirements that resources include ample review and practice resources, clear directions and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

Materials provided include trade books, text collections, scaffolded strategy activities, Sleuth close-reading texts, performance tasks, Reader’s and Writer’s Journal, a leveled text library, and Ready Up! Interventions, as well as digital interactive tools such as Reader’s and Writer’s Journal, Monster Word Mania, Pack Up the Skills, Envision It! Animations, Letter Tile Drag and Drop, and Grammar Jammers. Each of these resources include ample opportunity to review and practice, clear directions (in some interactive tools directions are also given orally), and correct labeling.

• On page 53 of the Grade 5 Scaffolded Strategies Handbook, the directions provided for the Unit 2, Module A, Language Conventionality and Clarity are clear when it states, “For example, point to the paragraph on p13 beginning “Walk on your toes, Mama!” Have students reread the passage. Ask: What is the mood or tone of the passage? (suspenseful, urgent, fearful) Have students consider how the language the writer uses conveys this tone: for example , point to the phrase “ I stopped breathing” the repetition of words, and the use of multiple verbs close together. “
• On page TR24 of the Teacher’s Guide, clear directions and explanations are given for the Informational Benchmark Vocabulary Routine.
• On page 178 of the Grade 5 Scaffolded Strategies Handbook, a chart that breaks down story elements, the definition, and an example is provided. The chart is clear and is labeled correctly.

Grade 5 instructional materials meet expectations for including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. Daily lessons and Performance Based Assessments specifically denote the standards to which the lessons and tasks are aligned.

• In Unit 3, Module B, Lesson 9 publisher-produced alignment to standards is provided. Students compare two or more characters in a story, drawing on specific details in the text and explain how a series of scenes fits togethr to provide the overall structure of a story. RL.5.3, RL.5.5
• In the Unit 4, Module A, Performance Based Assessment, standards being assessed are included. Students write an opinion essay stating whether the positive or negative aspects of exploration had a greater effect on societies. The standards W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.6, W.5.8, and SL.5.1d are noted in the Teacher’s Guide.

Materials reviewed for Grade 5 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Materials include a teacher’s edition that includes a clear outline of each unit as well as notes and suggestions of how to present content. The Teacher’s Edition also includes the objectives of the lesson, explanations of where to find descriptions of routine, and suggested ways to present content as well as possible questions to ask are noted in blue. Each question asked is followed by a sample student answer. The teacher’s edition includes scaffolded instruction boxes to address learners needs with suggestions and ideas on how to differentiate instruction for those students in need.

• In Unit 1, Module A, Lesson 12 the teacher is provided with a Teach and Model guide to guide teachers in presenting a conventions mini-lesson on using linking verbs.
• In Unit 2, Module A, Lesson 12 the teaching guide includes a Quick Check that suggests how the teachers should progress monitor as students are practicing Accuracy. The Quick Check states, “If students struggle to read with accuracy, then have them read at a slower pace and pause frequently when they come to words they are unfamiliar with.”
• In Unit 2, Module B, Lesson 15 the Close Read section of the lesson gives directives and suggestions on students citing evidence. The Close Read section states, “Engage the class in a discussion about what they just read. Remind students that readers use details about people and events to help them better understand relationships and interactions in a text. Use these questions to guide the discussion, and ask students to support their answers with evidence.”
• In Unit 3, Module A, Lesson 8 the Reading Analysis section of the lesson provides teachers with directions of how to model Three Sorting Circles Chart. Student example answers are also provided.

Materials include teacher guidance for the use of embedded technology to support and enhance student learning.

• In Unit 1, Module B the performance based assessment has a digital option stating, “If you chose to incorporate technology into the Performance-Based Assessment, allow students to record screencasts of their presentations. ”
• In Unit 3, Module A, page 210 a Digital Centerpieces section is included that list four ways that technology can be embedded throughout the Module.
• In Unit 3, Module A, Lesson 17 students complete an independent writing practice that has students use both print and digital sources to support their opinion.
• In Unit 4, Module A, Lesson 10 the teacher’s guide lists the digital publishing studio TikaTok as a resource for students to write and illustrate their own book.
• In all Units and Modules Digital Centerpieces center options include Students as Authors, Students as Thinkers, Students as Word Workers, and Students as Readers. Each of these centers include an online technology piece provided.

Materials reviewed for Grade 5 meet the expectation of materials containing a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary. The materials also include an Implementation Guide to provide specific explanations, rational, and examples of key concepts that are needed to improve knowledge of the subject.

• In Unit 1, Module A on page 2, Generative Vocabulary is explained and examples are given for Module A.
• In Unit 2, Module A, Lesson 1, students are preparing to write and opinion writing. The term, point of view, is explained and questions to consider listed. The teacher’s edition states, “Explain to students that in writing about point of view, one should consider the following: Who is telling the story? What is the narrator’s relationship to the events in the story? How does the narrator express his or her thoughts about the subject? What details tell about the narrator’s point of view on the subject?”
• In Unit 3, Module A, Lesson 8 the Conventions Mini-Lesson gives detailed explanation, definitions, and examples of subordinate clauses.
• On pages 8 and 9 of the Implementation Guide, vocabulary instruction of the curriculum is outlined including detailed definitions of the multiple types of vocabulary found throughout lessons.
• On page 10 of the Implementation Guide, text complexity measures definitions and uses are explained.
• Modeling videos are also provided including Close Reading Modeling Videos and Independent Reading Modeling Videos to aid teachers in implementation of these strategies.

The materials reviewed for Grade 5 meet expectations for materials containing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

• On pages 66-71 of the Implementation Guide, a scope and sequence chart includes all Common Core Standards and the Unit and Module they are addressed.
• On pages 74-81 of the Implementation Guide, Standards maps are provided for each Module. These maps include a description of the performance based assessment, essential questions that are linked with standards, a list of anchor and support texts, a list of all standards covered, Module goals that are linked to standards, and enduring understandings that are linked to standards.
• On pages 84-94 of the Implementation Guide, a Common Core Correlations Chart is included that lists all Grade 5 Common Core Standards and then gives the Unit and page number on which the standard is addressed.

Materials reviewed for Grade 5 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.

Materials include an Implementation Guide that provides walkthrough of the curriculum citing and explaining the rationale and research-based strategies including but not limited to the principles of backwards design and the design principle of backward mapping.

• Page 22 of the Implementation Guide states, “ReadyGEN uses the principles of backward design to help teachers deliver instruction based on learning goals.” This is connected to the quote on the bottom of the page from the research of Wiggins and McTighe.
• Page 24 of the Implementation Guide states, “ReadyGEN offers a robust range of assessments.” This is connected to the quote on the same page from the research of Peter Afflerbach about formative and summative assessments.
• Page 45 of the Implementation Guide states, “Quick Checks provide formative assessment opportunities to monitor student’s fluency progress.”
• Page 50 of the Implementation Guide states, “Performance-Based Assessments emphasize integration of reading, writing, and speaking and listening as students draw from the texts sets to demonstrate their knowledge of core understandings,” which is connected to the quote on page 51 from the research of Linda Darling-Hammond and Frank Adamson.

Materials for Grade 5 meet expectations for regularly and systematically offering assessment opportunities that genuinely measure student progress. Materials include a baseline assessment, multiple formative assessments, performance-based assessments, and end-of-unit assessments. Each of these assessments are included in the Assessment Book along with an overview, directions, passages, running records, student tests, test administration information, answer keys, and rubrics.

• Opportunities are provided during daily lessons for monitoring student progress in reading and writing, as well as opportunities are provided to assess oral reading fluency.
• Reading Keystones and Writing Keystones formative assessments are included in daily lessons with sections titled “practice” or “application” and through Writing Keystone Checklists. For example, In Unit 2, Module B, Lesson 15 students use a Writing Keystone Checklist to provide feedback to peers who volunteer to share their writings.
• Oral Reading Fluency Quick Checks are included in the Small Group Options for daily lessons. For example in Unit 4, Module B, Lesson 17 students read aloud from a passage and the teacher assesses accuracy.
• Oral Reading Fluency can be assessed using text and guidelines provided for Running Records (Assessment Book Teacher’s Guide).
• Performance Based Assessments are included with each Module where students complete a task that requires analysis and demonstrating knowledge in writing.
• End-of-Unit Assessments are provided that include both constructed-response items and extended-response items with checklists and rubrics to use in scoring (Assessment Book Teacher’s Guide).

Grade 5 instructional materials meet the expectations for assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Materials provide teachers with guidance for administering assessments and interpreting results through rubrics and scoring guidance documents.

• Performance Based Assessments provide teachers with notes and guidance regarding administration of assessments. Information is provided which guides teachers to allow students to complete the assessment over multiple lessons, to review the Essential Questions, and revisit the mail selection texts. Also provided are scaffolded supports for students as they are completing the assessments and follow-up support for students scoring a 0, 1, or 2 on the assessment with “if…then…” statements.
• Guidance is provided for teachers in administering and scoring assessments, along with interpreting student assessment scores on End-of-Unit Assessments. For example, in the Assessment Book Teacher’s Guide on page T65, guidance is given on scoring of constructed response items using a rubric. A rubric is also provided for scoring the extended response items of the End-Of-Unit Assessment.
• The Assessment Book Teacher’s Guide provides guidance on what to do with assessment results. Teachers are directed to examine results and then use the results to inform their instruction. On page T52 of the Assessment Book Teacher’s Guide, it provides this guidance.
• Instruction and guidance are provided for administering Running Records with the fluency passages used for the assessments. Information is also provided for teachers in interpreting student scores and specific miscues in the Assessment Book Teacher’s Guide.

Grade 5 instructional materials meet the expectations for including routines and guidance that point out opportunities to monitor student progress. Ongoing progress monitoring formative assessments are integrated within every module.

Progress monitoring opportunities include:

• Reading and Writing Keystones assess students’ reading and writing and their understanding of key language, structure, and ideas. For example, in Unit 3, Module A, Lesson 9 a writing keystone provides an editing checklist for a narrative writing.
• Fluency Quick Checks that offer "If. . ., then. . ." suggestions to monitor students’ fluency progress; Check Progress assessments in each unit that assess students’ phonics and word analysis skills. For example, in Unit 1, Module A, Lesson 16 the teacher models appropriate phrasing. The Monitor progress box gives "If. . ., then. . ." suggestions for students who need more support.
• Teachers are prompted to use ReadyUP! Intervention for students who require additional instruction with the lesson’s reading and foundational standards. An example of this is found in Unit 2, Module A, Lesson 10 on page 2.106 of the Teacher’s Edition.
• "If. . ., then. . ." suggestions are provided for monitoring progress in the Scaffolded Strategies Handbook.

The instructional materials reviewed for Grade 5 meet the expectations for providing strategies to meet the needs of a range of learners so the content is accessible to all learners and support them in meeting or exceeding the grade-level standard.

The Scaffolded Strategies Handbook addresses English Language Learners, students with disabilities, struggling readers, and accelerated learners.

• The handbook provides models of scaffolded instruction, useful strategies, and practical routines to employ during reading. The lessons provided are intended to be used during small-group time with students the teacher determines to need additional scaffolded instruction.

Small group instruction is provided based on student need with options such as:

• Unlock the Text which supports students in accessing ideas, key language, and key structures.
• Word Analysis which supports students with their foundational skills.
• Conferencing which helps students to grow their independent reading accountability as they discuss their self-selected texts with the teacher.
• Support Instruction which targets students who need additional scaffolding for the instructional focus of each lesson.
• Extensions which are intended for students who understand the lesson focus and would benefit from opportunities to extend the lesson and enhance learning.
• Sleuth which is used three to four times each unit for small group lessons to reteach, practice, and refine close-reading skills and strategies.

The Scaffolding Strategies Handbook is organized into four parts.

• Within Part 1, titled Unlock the Text, every anchor and supporting text is supported with scaffolds and strategies. The lessons are divided into Prepare to Read, Interact with Text, and Express and Extend.
• Part 2 is titled Unlock the Writing. These lessons work to scaffold the module-level Performance Based Assessments and it also provides additional lessons to teach the writing types required by the standards.
• In Part 3 of the Scaffolded Strategies Handbook routines, graphic organizers, and activities are provided to support students.
• Part 4 is titled Unlock Language Learning and focuses on supporting English Language Learners construct the meaning and explore vocabulary of a text. This section provides support to build background, talk about sentences, speak and write about the text, expand understanding of vocabulary, and write about the anchor and supporting text.

The Teacher’s Guide includes Scaffolded Instruction notes throughout all lessons.

• In Unit 1, Module A, Lesson 3 on p. 33 the Scaffolded Instruction note is for Strategic Support. The note states, “Character Motivation: Students may have difficulty understanding the motivation Ben’s actions on pp. 37-39. Read the scene aloud, and ask students to write each new action. Next, call students’ attention to Ben’s reactions by asking questions such as Why does Ben try to get the frog back? (He doesn’t trust Ryan to hold on to the frog since Ryan dropped the mouse before.”
• In Unit 2, Module B, Lesson 7 on p. 273 the Scaffolded Instruction note is for Strategic Support. The note states, “Background: Reading p. 0, students may think Parks lost her job at the NAACP, since “secretary’ is one of the jobs listed on p. 25 and readers are told on p. 28 that she was a secretary for the NAACP. Explain that the NAACP strongly supported her; she worked with them as a volunteer. The paying job she lost after her arrest was doing tailoring at a department store.”
• Unit 3, Module A, Lesson 2 on p. 23 the Scaffolded Instruction note is for Strategic Support. The note states, “Verbal Irony: Point out the sarcasm, or verbal irony, in Dr. Reeper’s statement on p. 59, beginning, “AFter all, I’m just the teacher… “Explain that Dr. Reepr does not mean to be taken literally; he is using sarcasm to emphasize his point that students should pay attention in class. ”
• In Unit 4, Module B, Lesson 7 on p. 273 the Scaffolded Instruction note is for Strategic Support. The note states, “Military Language: Remind students that Booth and Armitage use many military terms as they discuss their plans. Have partners use dictionaries and context clues to identify and define military terms such as arms(p.56), order(p.56), march(p.56), stand fast(p.57), retreat(p.57), and lower your swords (p.58).”

The instructional materials reviewed for Grade 5 meet the expectations for providing all students, including those who read, write, speak, or listen below grade level or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.The Teacher’s Guide provides daily scaffolding for immediate feedback during lessons, and the Scaffolded Strategies Handbook provides more extensive follow up to support English Language Learners.

The Teacher’s Guide provides on-the-spot scaffolds in each lesson. These address common stumbling blocks encountered by English Language Learners and struggling readers and writers. They are highlighted at the bottom of each lesson in blue.

• In Unit 1, Module A, Lesson 7 on page 73 the Scaffolded Instruction note is for English Language Learners. The note states, “Idioms: Help students understand the idiom on p.137: “And I’m tired of jumping through their hoops.” Explain that jumping through hoops usually refers to extra steps in a process to achieve a goal. Help students understand that often these steps are seen as unnecessary or a waste of time.”
• In Unit 2, Module B, Lesson 6 on page 263 the Scaffolded Instruction note is for English Language Learners. The note states, “Vocabulary: Students may be unfamiliar with the word bluff (p. 23). Explain that , in this context, a bluff is a kind of trick that involves pretending something is true when it is not. The word can also be used as a verb to describe the action of carrying out a bluff.”
• In Unit 3, Module B, Lesson 4 on page 243 the Scaffolded Instruction note is for English Language Learners. The note states, “Vocabulary: Explain that a van can be a big truck, such as a moving van, and it can also be a kind of passenger car. When it is a passenger car like the van in the story, the word van is a shortened form of the word minivan, or small truck. Minivans are similar to cars but have the engines of light trucks. If possible, draw the two meanings of van to illustrate.”
• In Unit 4, Module A, Lesson 1 on page 13 the Scaffolded Instruction note is for English Language Learners. The note states, “Idioms: Help students understand the word hit on p. 7 “ The book… was a hit throughout Europe.” Explain that hit is a word with multiple meanings. IN this case, it means that the book was very popular.”

The Scaffolded Strategies Handbook has a number of resources for teachers to assist English Language Learners, struggling readers and writers as well as students with disabilities. These are intended to be used during small group time.

The handbook has four sections of resources that include:

• Unlock the Text: This section includes text complexity rubrics that offer insight into the quantitative, qualitative and reader and task measures of text. The qualitative measures provide strategies for levels of meaning, structure, language conventionality and clarity, and knowledge demands. Cognate charts are provided for each anchor text and supporting text in this section of the handbook as well.
• Unlock Writing: This section provides scaffolded lessons for the Performance-Based Assessments and grade level support and guidelines for teaching the standards based writing types.
• Routines and Activities: This section includes routines, reproducible graphic organizers, and activities that can be used to support teaching the standards.
• Unlock Language Learning: This section provides specific resources for English Language Learners to construct meaning in the selections as well as explore vocabulary of texts. The strategies and activities are designed to develop mastery of reading, writing and speaking around the areas of Building Background, talking about Sentences, Speaking and Writing about the Texts, and Expanding Understanding of Vocabulary.

If/then sections are provided in the Scaffolded Strategies Handbook to support students.

• In the Scaffolded Strategies Handbook on page 181 students Unlock the Task: Write About Environments. Students break apart the task, answer questions about the task, and then restate the task. If/then statements are provided to monitor and support struggling students. For example, “If …. students are not sure how to make an observation about an environment, then…. Remind them that an observation is a statement about somethign that one sees or notes….”

To build speaking and listening skills the Scaffolded Strategies Handbook lists a Listening Skills Log on pages 301-302 and a Prepare for Discussions Routine and Rating Sheet pages 304-305.

• The Leveled Text Instructional Plan addresses speaking and listening skills in the section titled After Reading on page TR65. During the Talk About It section, it states, “The activities in this section are designed to help students develop their understanding of the unit topic and enhance their listening and speaking skills by engaging in a group discussion.” Discussion questions are provided to help students express their ideas.
• In Unit 4, Module A, Lesson 1 students use the Think-Pair-Share Routine to practice speaking and listening.

The instructional materials reviewed for Grade 5 meet the expectations for including extensions and /or more advanced opportunities for students who read, write, speak, or listen above grade level.

Each lesson offers support for accelerated learners in Small Group Options. The small group options provided in the Teacher’s Guide offers teachers opportunities to direct their instruction to the needs of their students. Teachers are encouraged to gather formative assessment information from whole group instruction to help determine student needs during small groups. Opportunities within small groups that include:

• Independent Reading Conferences: Opportunities for students to discuss self-selected texts can be found in the Teacher Resource Book. Independent reading rubrics are also provided for students to self-assess reading preferences and behaviors.
• Close Reading Extension or Language Analysis Extension are provided for students who are adept or excel at the skill or lesson.
• Mini-lessons can also be found in the Sleuth materials that offer extensions for students who excel at close reading or language analysis.
• In Unit 4, Module A, Lesson 7 the Reading Analysis Extension on page 77 asks students to identify cause-effect relationships in the text by asking questions to deepen students’ understanding.

The Scaffolded Strategies Handbook included opportunities outside of the teacher guide for extensions for students who are above grade level. These sections are titled Extend, Accelerated, and Going Deeper.

• There are four parts in the Scaffolded Strategies Handbook. Including Unlock the Text, Unlock the Writing, Routines and Activities, and Unlock Language Learning. Within each part, there are extensions activities and strategies.
• In Unit 2, Module A on page 18 of the Scaffolded Strategies Handbook, students Unlock the Text to Express and Extend after reading The Road to Freedom. The Extend section states, “Have students research Harriet Tubman or another historical figure who was involved with the Underground Railroad. Have students summarize the individual’s role and use evidence from the text to explain the risks he or she took in helping people escape slavery.”
• In Part 2, Unlock the Writing on page 235 students are provided with a practice and a deeper practice when working with informative/explanatory texts. Students work individually , using the group’s graphic organizer, to write an introduction to the topic. Ask them to start with a general observation about the topic without giving an opinion about the animal. Have students compare their work.
• On page 261 in the Routines and Activities section students are completing a three-column chart. The Extend section states, “Students can use the organizer to record events or happenings that follow the before, during, and after format in a selection. Students can use the organizer to compare a variety of selection elements, such as characters within or across selections, or themes across selections. For example, ask students to record how the topic of government is covered in three texts. Help students identify where the similarities and differences occur among the texts. After completing the class activity, have students use the chart in pairs or individually with another. Then, have them share their charts in small groups.”
• On page TR7 in the Unit 1 Small Group Discussion Routine, teachers are provided with a Going Deeper activity once students are familiar with the routine. The directions state, “Incorporate paraphrasing. Provide time for students to restate in their own words what their partner has said. During the sharing state, ask students to speak in complete sentences to present their partner’s ideas with paraphrasing.” It also states, “Provide the Elaborator with a list of questions that will encourage higher-level thinking.”
• On page TR23 in the Unit 2 Text Club Routine directions, teachers are provided with a Going Deeper activity for when students become comfortable with routine to help them explore Text Clubs more deeply. The directions state, “Have students from each group “jigsaw” with students from other group to share an element of the text they read. This engages all students in all texts being read in the class.” It also states, “Ask students to prepare a Discussion Guide that may be used in future Text Clubs. They can use their own discussions to guide other groups as they read the text.”

The instructional materials reviewed for Grade 5 meet the expectations for providing opportunities for teachers to use a variety of grouping strategies. Students participate in partner and small group Think/Pair/Share, Whole Class Discussion, Small Group Discussion, Read Alouds, Shared Reading, Independent Reading, Text Clubs, and Benchmark Vocabulary Discussions for both Informational and Literary texts.

The Teacher’s Guide provides small group options for teachers to meet the needs of their students. Teachers are encouraged to use information gained from whole group instruction to help determine where students need additional supports or extensions during small groups.

• In Unit 1, Module B, Lesson 5 the Teacher’s Guide states, “Have students work independently or in small groups to complete the graphic organizer. Use the Small Group Discussion Routine on pages TR6-TR7 to have students discuss how finding specific details in the text helped them answer the questions. Check understanding by asking students to share or by circulating among students or groups.”
• In Unit 3, Module A, Lesson 1 the Teacher’s Guide has students Turn and Talk, “Why do Ringo and his friends follow George?” Use the Think-Pair-Share-Routine on pages TR2-TR3.

Routines and protocols for grouping strategies are provided in the Teacher Resources section of the Teacher’s Guide. Routines for grouping can be found in the Teacher’s Guide.

• On page TR6 Unit 1, Small Group Discussion Routine suggest that groups contain 3-6 students and includes rationales for grouping students such as ability grouping, interest grouping, or random grouping.
• On page TR22 Unit 4, Text Club Routine suggest that groups be fluid and can be formed in a variety of ways with each variation centering on a different aspect of reading.